Archive of ‘Self-Assessment’ category
My partner (Katie) and I decided to make a visual piece relating to Canadian pollution, specifically carbon monoxide pollution. We wanted our audience to be able to connect to the data, which is why we chose to select Canadian data over world data. From my partner and I’s perspective, researching only Canadian data downsized the thought of ‘there’s nothing I can do about it because I can’t control the world’. We wanted our audience to clearly understand the data, which is why we chose to create a 3D graph containing colour coordination to represent a variety of information. Creating the 3D graphs allowed us to show 29 years worth of carbon monoxide emissions (in intervals of 5), breakdown what was causing/adding up to those emissions, and show the depletion of emissions over time. Carbon monoxide can be nicknamed ‘the silent killer’ as it is tasteless, odorless, colourless, and exposure at 150ppm-200ppm concentration of CO can result in death. This is why we decided to make the CO towers clear/see through and just colour the frame to show data. The reason we decided to show data for what is contributing to the problem, was to try and answer the question of ‘well how can I help’. Taking a look at our visualization, transportation emissions are the main contributor, this can tell the audience that to make a difference it can be as simple as walking or biking to their destinations more often. Below are photos of our journey/progress to reach our final piece.
PPM: parts per million or milligrams per litre
Our Journey:
Our Final Product:
Data:
Core Competency Reflection:
Sources:
https://www.canada.ca/en/environment-climate-change/services/environmental-indicators/air-pollutant-emissions.html
https://www.cpsc.gov/Safety-Education/Safety-Education-Centers/Carbon-Monoxide-Information-Center/Carbon-Monoxide-Questions-and-Answers#:~:text=As%20CO%20levels%20increase%20and,unconsciousness%2C%20and%20death%20are%20possible.
In this experiment my partner and I were testing what airplane size would go the greatest distance (in metres), a 8X11, 11X14, or a 11X17. To conduct our experiment we first created the airplanes, all with the same design fold, but each having a different size. We then went into an empty hallway, set up the measuring tape, and recorded 5 trials of flights for each paper plane. Measuring where it stopped moving and not where it hit the ground (they glide). From the concluding data I learned the bigger sized airplane went the furthest distance and not the smaller one. I originally thought the smallest plane would go the furthest because it has the lightest weight, I did not think the 11X17 (largest) would go an average of 0.49 metres further than the 8X11 (smallest) in fact I thought it go the least distance out of all the planes. This makes me think that the weight factor of a plane may not affect the flight distance if the wingspan is bigger as well. Next time, I would expand this experiment and bring in more sized paper airplanes to see if there is a consisting pattern according to size. Next time I could as well try to experiment my other questions; such as, if I threw the planes harder or softer, would doing so affect the distance?
Photos and Videos (click IMG_8169 to view video):
IMG_8169 
My CC reflection:
Artifacts:
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Artifact:
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Artifacts:
Reflection:
Here is my artifact:
Here is my reflection:
Here is my artifact:
Here is my reflection:
Here is my artifact:
Here is my reflection:
Here are my finished pirogies:
Here is my Self-Assessment:
